Course Syllabus
Course: ECON 1740
Division: Social and Behavioral Science
Department: Social Science
Title: US Economic History
Semester Approved: Fall 2023
Five-Year Review Semester: Summer 2028
End Semester: Summer 2029
Catalog Description: This course is designed to provide an introduction into the economic growth and development of the United States from the colonial period to the present. This course analyzes how the evolution of the American economy and institutions, as well as important historical events, have affected and influenced the economic system of the United States of America. Successful completion of this course satisfies the American Institutions (AI) requirement established by the Utah State Legislature and USHE.
General Education Requirements: American Institutions (AI)
Semesters Offered: Fall, Spring
Credit/Time Requirement: Credit: 3; Lecture: 3; Lab: 0
Justification: This course satisfies the American Institutions (AI) requirement established by the Utah Legislature and USHE. This course provides a cross-discipline understanding of the economic, political, and historical development of the United States of America, thus strengthening students' economic, political, historical and civic awareness. This course is most similar to ECON 1740 offered at USHE college and universities.
General Education Outcomes:
1: A student who completes the GE curriculum has a fundamental knowledge of human cultures and the natural world. After completing this course, students are prepared to recognize and appreciate the diversity of ideas that constitute American economic institutions. Students read and discuss a variety of primary sources in order to understand these ideas from a variety of perspectives. This outcome will be measured through essay, exams, projects, and/or participation.
2: A student who completes the GE curriculum can read and research effectively within disciplines. Through reading primary and secondary sources, students will understand how to evaluate and use historically, politically, and economically relevant information to make and critique arguments about the US economy. For example, students may read portions of the Federalist Papers, the US Constitution, and scholarly articles. Students will demonstrate their ability to use historically, politically, and economically relevant information in class participation, written assignments, exams, and/or other assignments.
3: A student who completes the GE curriculum can draw from multiple disciplines to address complex problems. Students must show that they understand various complex issues involved in US economic history. These fields of instruction include history, economics, political, and other social disciplines. Students will be measured by classroom participation, essays, exams, and/or projects.
4: A student who completes the GE curriculum can reason analytically, critically, and creatively. Students must demonstrate an understanding of cultural and historical influence to some degree in every class participation, written assignment, exam, and/or other assignment. As students engage with course content, they will analyze and critique how nature, culture, facts, values, ethics, and civil policy shaped the economic development, system, and history of the United States of America. Understanding American civilization and US economic history requires students to reason analytically, critically, and creatively.
General Education Knowledge Area Outcomes:
1: Through the study of primary source documents, students will examine a variety of factors that explain the origins, development, and current dynamics of the economic system of United States. Class participation, exams, written assignments, and/or other assignments will allow students to demonstrate they can articulate viewpoints of historical figures and scholars, and students will demonstrate that they understand and can participate in debates on the history, principles, form of government, and economic system of the United States of America. Through the study of primary source documents, students will examine a variety of factors that explain the origins, development, and current dynamics of the economic system of United States. Class participation, exams, written assignments, and/or other assignments will allow students to demonstrate they can articulate viewpoints of historical figures and scholars, and students will demonstrate that they understand and can participate in debates on the history, principles, form of government, and economic system of the United States of America.
2: Explain and use historically, politically, and economically relevant information. Through reading primary and secondary sources, students will understand how to evaluate and use historically, politically, and economically relevant information to make and critique arguments about the US economy. For example, students may read portions of the Federalist Papers, the US Constitution, and scholarly articles. Students will demonstrate their ability to use historically, politically, and economically relevant information in class participation, written assignments, exams, and/or other assignments.
3: Communicate effectively about the history, principles, form of government, and economic system of the United States. Students will be able to communicate knowledge, analysis, and critiques of the history, principles, form of government, and economic system of the United States. This communication will be demonstrated in class participation, exams, written assignments, and/or other assignments.
4: Engage a diversity of viewpoints in a constructive manner that contributes to a dialogue about the history, principles, form of government, and economic system of the United States. By engaging a range of sources, students will understand multiple viewpoints about the history, principles, form of government, and economic system of the United States. Students will be able to discuss these viewpoints in economic and historical contexts and be able to articulate connections to contemporary issues. Class participation, exams, written assignments, and/or other assignments will allow students to make their own contribution to the dialogue on economic history issues in the United States.
5: Use historical, political, and economic methods to come to an understanding of the United States that integrates those viewpoints. Students will be introduced to historical, political, and economic methods, with a particular emphasis of economic history methods. Through reading and analyzing historical, political, and economic primary and secondary sources, students will understand how to use these methods to come to an understanding of the United States that integrates diverse viewpoints. Students will be asked to demonstrate their ability to use historical, political, and economic methods that integrate diverse viewpoints in the context of US economic history through class participation, written assignments, exams, and/or other assignments.
Content:
This course surveys the development of the United States economic system from colonial times to the present. Primary and secondary source reading assignments help present a more complete picture of the history of the US economy. The course will employ lectures, discussion, audiovisual materials, and/or other instructional methods to facilitate students' understanding of the history, principles, and economic system of the United States, as well as students' appreciation of American economic history.Possible Topics: People, places, events, dates, and trends in US economic history and development; Economic systems of Native Americans; British Mercantilism and Continental European Mercantilism; American Industrialization; Post-Industrial economy; How to employ economic theories in the analysis of US economic history and development; Factual and quantitative measures of US economic history; Roles of government and private enterprise; Distribution of wealth and income during various historical periods and among various groups; Various cultures and social groups' historical contributions to the US economy. Diversity will be sought out and employed through teaching US economic history, but also by utilizing comparative economics such as British, Native Americans, African Americans, and others. Thus, students from diverse cultures will be accepted and their learning will be promoted within this class.
Key Performance Indicators:
Exams 25 to 50%
Essays 20 to 50%
Assignments/Projects 25 to 50%
Participation 0 to 25%
Representative Text and/or Supplies:
Walton, Gary M., and Hugh Rockoff. History of the American Economy. Cengage Learning, 2014.
The Constitution of the United States
The Declaration of Independence
Pedagogy Statement:
The course will be taught in a manner that reflects current best practices in economics pedagogy and accounts for, but is not limited to, the following: instructor specialties, student demographics, class size, classroom environment, and choice of primary texts/materials. Class discussions, exams, written assignments, and/or other assignments will facilitate students' mastery of Student Learning Outcomes and General Education Outcomes and allow students to make their own contribution to the dialogue on economic history in ways that are inclusive to learning styles as students of various backgrounds and cultures are incorporated into the classroom environment. Furthermore, instructors may seek to adjust instruction style to accommodate different forms of learning.
Instructional Mediums:
Lecture
Maximum Class Size: 45
Optimum Class Size: 25
